This resource has been developed to support you in your induction to delivering ELC –whether that is funded ELC or ELC that families choose to purchase themselves. It has been developed specifically to support staff working in ELC centres rather than in childminding settings. It sets out how you can expect your employer to support you in your new role and includes links to the range of national resources which are available to support you. It has been developed collaboratively with the range of national organisations supporting the profession.
Category: Career Long Professional Learning
Psychology and Numeracy Research 2019
The Four Educational Psychology Services of the FVWL Regional Collaborative have combined their research efforts to produce this ground breaking report on the psychological factors of numeracy.
We found a parallel with the national GIRFEC practice model and the Ecological System theory by Bronfenbrenner. The 94 factors were categorised into 20 clusters and then three categories.
Individual factors
Intersubjective Factors
Contextual factors
RECOMMENDATIONS
This meta-study finds that, given the complexity and multitude of factors that influence numeracy development and mathematical attainment, Councils, the Regional Collaborative and Scottish Government need to find ways of:
- promoting long term duration of teacher pupil relationships,
- promoting whole school consistency and beyond in the teaching of mathematics
- consider the impact that relationships and attachment style may have on pupils’ numeracy development
- ensure that teacher led innovations occur in a culture of learning, knowledge and research and with reference to the existing evidence base on effective interventions
- Encouraging parents to become more involved in contributing to the development of concepts skills and knowledge which are fundamental to math but not necessarily math specific such as risk-taking behaviour, metacognition, self-regulation and beliefs about intelligence and mastery.
- Actively encourage collective teacher efficacy in a context that promotes sustainability of improvement in evidence based ways.
This highlights the need for a cultural change with regard to numeracy education to include funding, employment and training arrangements that promote the long term relationship with staff and pupils in schools, effective mathematics teaching, and recognise the impact of relationships and attachment style on pupils’ numeracy development. Implementing improvement needs sustainability and implementation of improvement to be considered as important as the specific mathematic concepts and knowledge in encouraging children to learn maths.
Our final recommendation is that there is a need for debate about practice and improvement at a strategic and practice level within the Regional Collaborative and the four education authorities.
Save the Date – It’s a good time to collaborate
When: Wednesday 29 May What: It’s a good time to collaborate
Where: Inchyra Grange, Grangemouth
Who: The purpose of the event is to bring together practitioners from every school and educational establishment in Clackmannanshire, Falkirk, Stirling and West Lothian
Early Years RIC Sub Group
The Early Years RIC Sub Group met last week to discuss and evaluate the event “It’s a Good Time to be Two” which took place on 12th Feb for staff who work with two year old children across the RIC.
The feedback from attendees has been extremely positive especially in giving people the opportunity to network and share across the four authorities. There was a request for more training on Improvement Methodology. The feedback will be analysed in further detail and a plan for the way forward will be created.
Stirling Digital TeachMeet open to all in Forth Valley and West Lothian Regional Improvement Collaborative
All education practitioners in Forth Valley & West Lothian Regional Improvement Collaborative and beyond are welcome to the Stirling Digital TeachMeet being held at CodeBase Stirling, 8-10 Corn Exchange Rd, Stirling FK8 2HU on Thursday 14 March from 4pm-6.30pm.
Come along to meet like-minded digital enthusiasts and share ideas about the use of digital technology for learning and teaching!
To find out more and to sign up click on the link below:
http://teachmeet.scot/events/event/stirling-digital-teachmeet-2/
Falkirk Digital TeachMeet open to all in Forth Valley and West Lothian Regional Improvement Collaborative
All education practitioners in Forth Valley & West Lothian Regional Improvement Collaborative and beyond are welcome to the Falkirk Digital TeachMeet being held on Tuesday 26 February in St Mungo’s RC High School, Falkirk, from 5-7pm with refreshments from 4.30pm.
A TeachMeet is an informal gathering of those curious about learning and teaching. The theme of our TeachMeet is the use of digital technology to enhance the learning of our pupils. This is for teachers from any sector and from any part of the country
Find out more and register at the link below:
http://teachmeet.scot/events/event/falkirk-digital-teachmeet-february-2019/
Building a collaborative approach to Career-Long Professional Learning that will provide quality engagement and learning development for practitioners
Why is this being prioritised?
Central to the success of the Forth Valley and West Lothian RIC will be the opportunity for practitioners to learn, share and develop together to achieve standards of excellence in learning and teaching so that our children and young people achieve their full potential.
Overarching Aims
To address expectations of the National Improvement Framework which are being taken forward by each of the work-streams.
To empower our teachers, head teachers, parents and communities to deliver excellence for our children and young people
What do we want to achieve?
Career-Long Professional Learning (CLPL) experiences and resources which will have a direct impact on improving outcomes for children and young people in our classrooms
A cohesive programme of CLPL across the RIC that supports practitioners in contributing to reaching improvement targets for numeracy, literacy, ELCC, curriculum design, quality of learning and teaching, and collaborative partnerships
Develop leadership capacity at all levels with consistent access to CLPL opportunities
Actions and Indicators of Progress
Short term (February-June 2018)
1. Identify leads from each authority (CLPL Team) to form a working team to develop a plan based on feedback from teachers and practitioners
2. Analyse data and information from across the RIC
3. Identify common areas for targeting interventions
4. Identify drivers for improvement (CLPL Strategic Plan Appendix 4)
5. Develop a professional learning programme based on the CSP model to include input from Stirling University
6. Create an overview of the RIC (power-point) to support Inset 1 discussions
Medium term (August 2018 – June 2019)
1. Gather overview of the CLPL input from the other work streams to provide alignment with the RIC plan
2. Clearly outline baselines across RIC and measure progress
3. Consider how sessions may be delivered with a RIC brand/approach
4. Research and bring together national expertise, university and international research and practitioner experience
5. Work with the National Improvement Methodology Advisor to underpin CLPL activities using an improvement model in supporting all work streams
6. Engage with new work streams to agree CLPL offer and ask (Curriculum design and development, Learning, teaching and assessment, and Collaborative partnerships)
7.The CLPL Team will discuss measurement of progress and analysis of data with thePerformance Improvement Team
8.Engage with the Communications Team to design a strategy to share practice anddevelop a practitioner network for CLPL
9.Provide input to the Autumn FV & WL RIC Consultation on the ‘Ask and the Offer’
10.Review CLPL plans in light of the outcomes of the RIC consultation
11.Share localised CLPL to the collaborative where appropriate and manageable
12.Alignment initially of one in-service day to facilitate collaboration
Longer term
1.Evaluate the effectiveness of staff development approaches
2.Explore and facilitate sharing best practice from PEF CLPL strategies across the RIC
3.A wider collaboration strategy will be developed with partners and stakeholdersincluding CLD, H&WB groups and parents
Intended Impact of the CLPL Plan
The measures of success will be:
- Teacher feedback demonstrates engagement with professional learning opportunities offered by the RIC work streams
- Take up and evaluative feedback of collaborative CLPL opportunities and models of collaboration
- Participation by class teachers and regional network input
- Engagement and participation with the digital communication platform
- All performance measures will be impacted by CLPL and will show an upward trend
- Identified attainment gaps are reduced for children and young people
